Cognitive, Emotional and Social Characteristics of Gifted Students with Learning Disability [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (12th, Sofia and Nessebar, Bulgaria, Jun 2014).

Autor/inn/en	Stankovska, Gordana; Rusi, Myqereme
Titel	Cognitive, Emotional and Social Characteristics of Gifted Students with Learning Disability [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (12th, Sofia and Nessebar, Bulgaria, Jun 2014).
Quelle	(2014), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academically Gifted; Learning Disabilities; Student Needs; Social Development; Emotional Development; Cognitive Ability; Student Characteristics; Disability Identification; Talent Identification + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Soziale Entwicklung; Gefühlsbildung; Denkfähigkeit; Begabtenanalyse; Talentsuche
Abstract	Intellectually gifted students are defined as those who demonstrate outstanding ability to grapple with competition or superior academic potential. But intellectually gifted individual with specific learning disabilities are the most misunderstood and neglected segment of the student population at the community. Students who are gifted and have learning disabilities are those who possess an outstanding gift or talent and capable of high performance, but who also have a learning disability that makes some aspects of academic achievement difficult. There are variable degrees of severity of learning and learning disabilities can exist in students of all ability levels. So learning disabilities may differentially affect all areas of knowledge acquisition. These students are more vulnerable to social and emotional problems. Learning disability may cause frustration, anxiety, depression, peer relations, introversion. Gifted students with disabilities tend to evaluate themselves more on what they are unable to do than on their substantial abilities. So in this review we examine some of the theoretical arguments, regulations and educational practices that affect students with learning disabilities who are gifted. [For the complete Volume 12 proceedings, see ED597979.] (As Provided).
Anmerkungen	Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01